Lesson notes for senior speech therapy group Topic: Sound [U]

1. 1. According to thematic planning, compiled on the basis of the Program of correctional and speech therapy work, determine the topic and location

   speech therapy classes in a section, course. We specify the number of classes on the topic.

• “Formation of ideas about the sound “U”

  This is the first (of two) lesson on this topic in this group. Depending on the contingent, there are from 1 to 3 classes.

classes taking into account the topics, shortcomings of speech and mental development of the contingent of the speech therapy group, the requirements of classical speech therapy as a science:

1. Correctional educational

   – learn to distinguish by ear and distinguish the sound “u” in someone else’s and one’s own speech; determine its place in a word. Introduce the letter “U”, learn to print the letter, recognize it among other letters.
   Correctional and educational
   - instill interest in speech therapy classes, develop the ability to behave in educational and extracurricular situations, use polite words when greeting, farewell and congratulating.

2. Correctional and developmental

   – filling gaps in the development of phonemic perception, enriching vocabulary, developing oral speech.
   The implementation of correctional and developmental goals involves the inclusion in the lesson of tasks based on several analyzers, special correctional and developmental exercises
   for higher mental functions: perception, attention, memory, logical thinking, emotional-volitional sphere, etc.

classes for didactic purposes.

Classic approach:

1. communication of new knowledge (initial study of the material),
2. formation and consolidation of knowledge and skills (practical lesson),
3. generalization and systematization of knowledge (repetitive-generalizing lesson),
4. testing and assessment of knowledge, skills and abilities (testing lesson)
5. combined lesson.

1. Motivation and stimulation of children's activities, goal setting, activation of necessary knowledge.
2. Formation of new concepts and methods of action.
3. Application of concepts and methods of action.

1) Information-receptive.

2) Reproductive.

3) Problematic: a) problematic presentation; b) heuristic; c) research.

A change of different types of activities is provided: listening, speaking, thinking, (programmed task), games, physical exercises, etc.

The type of activity is mixed (several types of activities of approximately the same duration).

We analyze
the educational capabilities and previous achievements of the children in the group
for whom the lesson is being designed.

• Regulatory:

1. can determine the topic and purpose of educational activities with the help of a speech therapist and independently;
2. insufficient development of self-control;
3. they can compare their actions with a standard (model) with the help of a speech therapist;

• educational:

1) determine the presence or absence of sounds indicated by a teacher or speech therapist in a word in someone else’s and one’s own speech; ;

2) divide words into syllables

3) it is difficult for most children to compare objects, phenomena, words, to find similarities; they can find differences, but not always express them in words;

4) have difficulty mastering educational concepts and terms and are not sufficiently capable of memorizing predominantly verbal material;

5) have significant difficulties in developing educational skills (planning upcoming work; determining ways and means of achieving educational goals; monitoring activities; ability to work at a certain pace);

• communicative:

1) not everyone can formulate their thoughts orally; it is especially difficult to answer in a complete sentence using the words of the speech therapist’s question

2) do not always know how to listen and hear the answers of others;

3) in the dialogue they take the position of a follower, because the majority are not active enough and many find it difficult to pose and formulate questions;

4) insufficient development of voluntariness in communication and activity is observed among the entire contingent of the group;

• personal:

1. They know how to enjoy their own successes, but rarely the successes of their peers.
2. have a positive attitude towards correctional classes, but do not sufficiently understand their necessity in order to become more successful in educational activities;
3. Most children in the group find it difficult to express their attitude to a subject or phenomenon; they also find it difficult to defend their point of view with words; only on the initiative of the speech therapist;
4. have a positive attitude towards correctional classes, understanding their necessity in order to become more successful in educational activities;
5. focus on understanding the reasons for your successes and failures;
6. Many people have a desire to be creative, but they lack the skills to express themselves in it.

We draw up
plan
from the perspective of a system-activity approach, adhering to the chosen type of lesson structure and taking into account the necessary elements of the content of the educational material. We calculate the time for each stage.

Introduction to the topic.

Updating the basic knowledge and understanding of preschool children.

Formulation of the problem.

Learning new things.

Consolidation.

Bottom line.

multi-level, individual and additional tasks
in the classroom that correspond to the individual characteristics of individual children.

Based on the composition of the group based on the structure of the defect of the majority of students,
we select the necessary material
and fill it with the compiled lesson plan.

Pronouncing the sound “U” in front of the mirror. Characterize them based on vision, hearing, tactile and kinetic sensations.

Designated by the letter "U"..

Correctional and educational goals can be focused, first of all, on
developing motivation to learn
, and for this it is worth considering the form of the lesson in such a way that the lessons are entertaining, interesting, and varied. This contributes to the development of short-term and long-term motivation.

We select and analyze
lexical and grammatical material
on the topic. Lexical work in speech therapy classes

• Clarifying children's existing vocabulary.
• Enrichment of the dictionary with new words and meanings of existing words.
• Activation of new words in the classroom through gaming and educational activities.
• Formation of lexical systematicity and semantic fields.

sound (speech - non-speech, vowel - consonant.

The main task of a speech therapist is
comprehensive work
on the child’s entire speech system.

We clarify the tasks of individual stages of the lesson.

• constructive activity skills,
• logical thinking,
• visual gnosis (recognition and discrimination of objects, their properties and qualities),
• perception,
• attention,
• memory,
• switching ability,
• comparison and comparison,
• analysis,
• synthesis,
• generalization;

2)impressive speech

(development of perception and understanding of speech) -

• exercise-based correction of auditory perception in comparison of understanding complex instructions,

3)expressive speech

(development of communication skills)

• develop and consolidate the skill of dialogical speech,
• we clarify, enrich and activate our vocabulary,
• filling in the gaps in sound pronunciation,
• improving the syllabic structure of polysyllabic words,
• we practice word formation processes,
• we correct the grammatical format of speech,
• We pay special attention to the intonation of the phrase and other means of expression.

The implementation of correctional and developmental goals involves the inclusion in the lesson of tasks based on several analyzers, special correctional and developmental exercises

for higher mental functions: perception, attention, memory, logical thinking, emotional-volitional sphere, etc.

We integrate various health-improving activities into the overall plan, using
health-saving technologies
.

Breathing exercises.

Physical exercise.

We supplement the summary
with specific speech therapy exercises
or elements that contribute to the formation and correction of speech and HMF. We refuse excesses.

(pronunciation correction, finger gymnastics, manipulation with various objects, breathing exercises, logorhythmics, psychotherapy, etc.)
types of correction.
Non-traditional types are optional.

We plan the expected results of correctional work.

1. Correctional educational

   –

• Children use their voices to highlight the sound “U” in words.
• Know the concept of “vowel sound”. Identification signs of a vowel sound.
• They know the letter “U”, print the letter U, recognize it among other letters.

1. Correctional and educational

   – participate with interest in all stages of the lesson, try to behave in accordance with the educational and extracurricular situation, observe discipline and accepted rules of behavior, performing all types of work; use polite words when greeting, goodbye and congratulating.

2. Correctional and developmental

   – by completing selected tasks, they become more successful, filling gaps in the development of phonemic perception, vocabulary, and oral speech. They become more active, more attentive, remember the material better, and become more emotional.

We are thinking about the form of reflection.

• To develop the skills of the need for work, for social assessment and self-esteem, the need to take a worthy place among other people.
• Eliminate skills of uncriticality, unstable and low self-esteem.
• Develop self-esteem, self-control, mutual control.
• To develop the ability to analyze one’s activities and connect them with a model.
• Form an adequate level of aspirations.
• Cultivate a positive attitude towards criticism, correct negative reactions to comments (touchiness, pugnacity).

• clarity and completeness of instructions for tasks,
• logic of reasoning,
• competent knowledge of educational material,
• the ability to respond to student statements, to intensify the activities of each student.

On the Internet and in the classroom equipment, we select the necessary
visual demonstration and teaching handouts
(perhaps we prepare something for a specific lesson or group of lessons on the topic). It should stimulate the intellectual component, and not act as an emotional (entertaining) background. Any picture, table, diagram must solve a specific didactic problem. The speech therapist must know why he is using this or that material at this stage of the lesson.

• drawings that gradually recreate an object or object,
• diagrams that are sequentially drawn in front of the students’ eyes,
• composing letters, numbers from elements,
• people’s faces or pictograms depicting emotions, etc.

1. Adjusting the timing of the lesson stages

   taking into account the changes made and the pace of the group’s work.

1. We introduce an additional element of creativity (draw up a detailed outline

   ).

Goal: organization of children’s activities, development of non-speech mental functions (attention, memory, visual and auditory perception)

-Guys, tell me what cartoon are these shots from?

- Umka invites us to visit, but do you know where polar bears live?

Shows a picture of Umka. (See Appendix 3)

- Umka.

-At the North Pole.

Goal: familiarization with the sound “U”, development of auditory perception, consolidation of the concept of “vowel sound”

-You and I ended up at the North Pole. It is very cold here, a strong wind blows and howls. How can we show a blizzard with our voice?

The characteristics of the sound “U” are given, and the articulation (position of the lips, tongue, air passage) is specified.

Oooh

Observe the correct articulation of the sound U, pronounce it in chorus and individually.

Goal: development of correct speech breathing

gymnastics “Let’s warm our hands.”

Goal: highlighting the sound “U” against the background of sounds, developing auditory attention.

Stomp-slam game.

— It’s very cold at the North Pole, so to avoid freezing we’ll play the game “Stomp and Slam.” If you hear the sound “U”, clap your hands, if not, stomp.

(a, y, m, p, y, s, y, v, t, y).

Goal: isolating the sound “U” from words.

Game "Catch a Fish".

Umka wants to play with you. You have to use a fishing rod to catch a fish, look. what picture is drawn, and determine whether the sound “U” is in the word or not.

They catch fish and determine the presence of the sound U in the names of the pictures.

Goal: familiarization with the letter “U”, development of operations of visual analysis and synthesis, visual-motor coordination, tactile sensations.

Phys. Minute "Bear".

-Convenient letter!

What's convenient about it is

What can you do with a letter?

Hang up your coat!

-Guys, let's teach Umka the letter “U”, his name starts with this letter.

Memorize a poem.

Children draw the letter “U” with their fingers on trays with semolina.

Goal: to develop gross and fine motor skills.

Phys. Minute "Bear".

Raise your paws bear

Bear's paws down

Teddy bear, Teddy bear, spin around

And then touch the ground

And rub your tummy

One, two, three - one, two, three!

Goal: recognition of the letter “U” among other letters, development of attentiveness.

Game "Find the snowflakes"

— There is a lot of snow in the north, look how many snowflakes there are. There are letters written on the back of the snowflakes, find snowflakes with the letter “U”. And we will see with Umka who is the most attentive.

The defectologist notes the most attentive ones.

Goal: summarizing the material studied in class.

Picture with Umka.